1. Using Graphic Organizers to Support English Language Learners in Reading March 23, 2005 Julie Rae Johnson, Literacy Specialist Literacy Specialist Comprehensive Center Region VI, Field Office at Hamline University

2. Graphic Organizer Use To activate background knowledge To activate background knowledge Add specialized vocabulary knowledge Add specialized vocabulary knowledge For study or memory For study or memory To accommodate diverse reading levels To accommodate diverse reading levels To increase self-monitoring for understanding To increase self-monitoring for understanding Boost interest level and motivation Boost interest level and motivation

3. Activate background knowledge B-K-W-L-Q B-K-W-L-Q Build Background What do we Know? What do we Want to know? What have we Learned? What do we still have Questions about?

4. Vocabulary Word study Word study Concepts that are similar Concepts that are similar How are they alike? How are they alike? How are they different? How are they different? How will we remember them? How will we remember them? Context Learning Context Learning Connecting locally and globally Connecting locally and globally Connect to background knowledge Connect to background knowledge Examine word parts Examine word parts Which words are relevant to understanding, and which are not, and can be ignored? Which words are relevant to understanding, and which are not, and can be ignored?

5. Study or memory TAG- Textbook Activity Guide TAG- Textbook Activity Guide P-predict P-predict W-provide written response W-provide written response S-read quickly for stated purpose S-read quickly for stated purpose M-complete a semantic map M-complete a semantic map PP- predict with a partner PP- predict with a partner

6. Differentiate for different reading levels Text structures and supports Text structures and supports Conventions of text Conventions of text Conventions of print Conventions of print Conventions of genre Conventions of genre

7. Increasing self-monitoring GIST- Generating Interactions between Schema and Text GIST- Generating Interactions between Schema and Text Question development: concept ladder Question development: concept ladder Developing questions that may be answered in the text Developing questions that may be answered in the text Assists students in developing questions and establishing a purpose for reading Assists students in developing questions and establishing a purpose for reading

8. Boost interest level and understanding Exclusion brainstorming Exclusion brainstorming Provide a list of words from a reading, and Provide a list of words from a reading, and Exit slips Exit slips

9. Contact info Julie Rae Johnson Julie Rae Johnson 651-523-2239 651-523-2239 jjohnson29@gw.hamline.edu jjohnson29@gw.hamline.edu jjohnson29@gw.hamline.edu